2 Sharing your ARC practice with others
As a coach develops their own ARC practice, it is quite possible that they may observe actions, language and/or behaviours among other adults involved in their youth sport setting that could lead to discriminatory experiences or outcomes for some players. For example, a fellow coach using negative racial or cultural stereotype to make judgements about the ability or potential of certain players. These types of incidents are very valuable moments for an ARC coach to influence colleagues and offer their own perspective on ways to modify other people’s practice, whether it be a fellow coach, player, parent or guardian, or even a member of the senior leadership team. In becoming an influencer, or ally, a coach will find ways to spread ARC principles with others and share examples of best practice. An ARC influencer not only influences on the pitch but also off it, for example, in coach or management meetings and when holding discussions with players or parents. An ARC influencer applies this thinking and approach well beyond just football. For those who are dedicated to ARC, they promote themselves as an institutional ‘champion’, someone who leads the way, helps develop others’ practice, and ensures that ARC is systematically embedded at their club or organisation.
It can be uncomfortable to challenge someone in their practice or behaviour – and it is important to carefully consider how best to approach a conversation with a colleague to discuss their practice. The ‘IDEA’ method outlined below can be a good way to approach a discussion to ensure it is well received and not considered hostile criticism or over-accusatory. The ultimate goal of such conversations is to help the colleague identify the specific behaviour/language/action that is problematic, learn the negative/potentially discriminatory or exclusionary impact that it can have, then discuss a more appropriate form of practice.
Activity 1 Encouraging others to adopt ARC principles
Read the following scenario.
Scenario: a youth cricket coach tells you a young Black player’s appearance is ‘inappropriate’
Imagine you are one of three coaches stood on the sidelines watching an under-12s cricket match. One coach, who only recently joined the team, leans in and says: ‘That lad can’t field because he’s wearing the wrong shoes. With those dreadlocks he probably can’t even see the ball! Probably why he hasn’t scored any runs lately, too. I’m going to tell him to get his hair cut if he wants to play for us next season, it’s just inappropriate – he’s disrespecting me and the game.’
Use the IDEA method outlined above to consider how you might challenge your fellow coach’s view of this particular player. Add your notes to the right-hand column.
| IDEA method | Your response to the scenario |
| Identify the right moment | Prompt: When might be the best time to talk to the coach? Could there be more than one moment to approach them? |
| Describe the behaviour/language/actions | Prompt: What are the particular aspects of the coach’s observations you feel need to be challenged? |
| Explain the impact it could have | Prompt: What might the consequences of the coaches’ observations be – on the player, on other coaches, on parents, on anyone else overhearing it etc? |
Agree a more appropriate approach |
Prompt: How might you suggest the coach modifies their behaviour/language/actions? How might you encourage them to adopt a different approach to the observations being made? |
Now click through the images below and see how your suggested approach compares to that presented. Note down any additional ideas you spot from the video that you perhaps didn’t immediately think of when completing the above task.
Box 1: Supportive while challenging
Rather than being confrontational, why not engage with the coach in a supportive and encouraging manner while also making your position clear on what is/isn’t acceptable and why. You could offer some alternative perspectives, encourage the coach to be more self-aware and reflective. You could also encourage them to be more empathetic and consider why the player might adopt that hairstyle or wear those shoes.
Box 2: Highlight cultural identity
For the player in question, this hairstyle might be an important part of his cultural identity. Criticising his hairstyle illustrates a narrow expectation of what appearances mean and essentially opposes the true authenticity of the player. Getting the coach to consider religious and cultural markers of identity and appearance may help them better reflect on their comments.
Box 3: Encourage reflection
Explain to the coach that appearance expectations are often drawn from one’s own values, norms and expectations. What this coach considers ‘abnormal’ might be someone else’s norm.
Box 4: Begin a dialogue
Linking back to a previous ARC principle of ‘building culturally competent relationships’, you could suggest to the coach to have a conversation with the player in question about his appearance and what it means to them. There might be a symbolic reason for the player’s choice of hair which may open up a wider conversation around cultural identity, appearance, etc. which could be discussed with the wider team.
Discussion
You may have come up with something along the lines of the following:
| Method | Your response to the scenario |
| Identify the right moment | Best to avoid immediately responding, particularly in front of the players and also the third coach. Try to find a moment when you are alone together or in a more private space – if not possible ask to speak with them after the session. |
| Describe the behaviour/language/actions | Mention of the player’s hair in a negative way – that it is inappropriate and disrespectful. Suggesting he can control players’ appearances. Shoes may also be more of a preference than an equipment issue. |
| Explain the impact it could have | If the coach were to follow through with their plan to talk to the child, it could make them feel singled out and worry unnecessarily about their appearance which, to them, is just normal. There could be lots of reasons why the child is wearing shoes that are different to the expected kit, including the costs involved, not being aware of the expectations and a physical issue. Just being told to change the shoes without exploring the reasons why may make them feel unwelcome. |
Agree a more appropriate approach |
The coach should recognise that it is up to the child how they wear their hair – and that this style may be an important aspect of their cultural identity and sense of self. The coach could be encouraged to get to know this child and their family a little more through informal conversations and dialogue. They could check sensitively if the child has any issues seeing the ball during batting and fielding and support them accordingly. Are the shoes the child is wearing a safety concern? Are they really impacting upon their ability to play the game? Is it more about conforming to a certain ‘view’ of what is considered ‘proper’ cricket kit? The coach should reflect on how important it is to make a point about kit requirements. If specialist shoes are deemed necessary, then this should be made clear to the family in a supportive and sensitive way (perhaps giving guidance on where such shoes can be purchased or even providing some second-hand kit from the club). |
Alongside seeking to influence fellow coaches and other people in similar supporting roles for young people, there is also an important opportunity to encourage some basic appreciation of anti-racism among young players themselves. The next section explores this further.